The relationship of the dimensions of the Myers-Briggs Type Indicator (MBTI) to scores on the National Teacher's Examination (NTE) was examined. The MBTI classifies people on each of four indices: extraversion/introversion, sensing/intuition, thinking/feeling, and judgment/perception. A sample of 111 students, 90 percent of whom were black, enrolled in the student teaching semester at the North Carolina Central University (NCCU) during the 1979-80 academic year were administered the MBTI; other data, including Scholastic Aptitude Test (SAT) scores, grade point average, and NTE scores, were obtained from university records. Several stepwise multiple regression analyses were computed with the NTE common examination as the criterion variable and the four dimensions of the MBTI serving as predictors. The sensing intuitive dimension alone was found to be a significant predictor while the judging/perceiving dimension was found to significantly increase the R-square obtained when SAT scores were used as predictors. It is suggested that since certain minimum scores are required for certification in North Carolina, these results may have implications for the counseling of NCCU education majors. The data were consistent with past results indicating that most teachers are classified as sensing types, and like most sensing types, they score below the intuitive types on a standardized test. It is concluded that the study confirms the importance of examining the interaction between the academic qualifications and the personality types of students in training as well as in selecting students. A bibliography is appended. (SW)